The Relationship of Character Reading and Spelling: A Longitudinal Study in Chinese

Autor/inn/en	Li, Liping; Wu, Xinchun; Cheng, Yahua; Nguyen, Thi Phuong
Titel	The Relationship of Character Reading and Spelling: A Longitudinal Study in Chinese
Quelle	In: Journal of Research in Reading, 42 (2019) 1, S.18-36 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12131
Schlagwörter	Correlation; Reading Processes; Chinese; Spelling; Grade 1; Grade 2; Elementary School Students; Reading Rate; Prediction; Orthographic Symbols; Naming; Role; Age Differences; Morphology (Languages); Metalinguistics; Intelligence Tests; Reading Tests; Intelligence Quotient; Longitudinal Studies + Suchen Sie Ihr Suchwort? Korrelation; Leseprozess; China; Chinesen; Schreibweise; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Reading readiness; Reading speed; Lesegeschwindigkeit; Vorhersage; Rollen; Age; Difference; Age difference; Altersunterschied; Morphology; Morphologie; Metalanguage; Metasprache; Intelligence test; Intelligenztest; Lesetest; Intelligenzquotient; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Background: The aim of this longitudinal study was to examine the relationship between character reading and spelling and to explore the role of reading-related skills in Chinese literacy. Methods: A test battery that included measures of morphological awareness (homophone awareness and compound word awareness), orthographic awareness, rapid automatised naming, character reading, spelling, and IQ was administered to 127 first grade students from two primary schools in mainland China. Results: Controlling for IQ and age, the results of hierarchical regressive analyses revealed that prior reading affected subsequent spelling, and character reading Time 1 predicted spelling Time 2, [beta] value was 0.20; character reading Time 2 predicted spelling Time 3, [beta] value was 0.40. However, prior spelling did not affect subsequent reading. In addition, compound word awareness Time 2 and orthographic awareness Time 2 were found to mediate character reading Time 1 and spelling Time 3. Conclusions: This study suggests that reading influences spelling across time points from grade 1 to grade 2, and compound word awareness and orthographic awareness play important mediator roles in the process. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01